本文選題：高校德育 + 邏輯起點(diǎn)�。� 參考：《西南大學(xué)》2015年碩士論文

【摘要】：康德說：有兩種偉大的事物,我們有贊嘆與敬畏——頭上的星空、心中的道德法則。對(duì)于社會(huì)來說,德育應(yīng)該是使受教育者認(rèn)識(shí)到精神文明是一個(gè)不依附于物質(zhì)文明的獨(dú)立因素,精神文明在發(fā)展中不僅要適應(yīng)社會(huì)的發(fā)展需要、更要滿足人的自身發(fā)展要求,高校德育的目的是培養(yǎng)“完整的人”。邏輯起點(diǎn)作為整個(gè)理論體系的根本,是建構(gòu)整個(gè)體系的關(guān)鍵所在,它甚至可以稱之為“準(zhǔn)則的準(zhǔn)則”,作為邏輯起點(diǎn)的“已有的道德發(fā)展水平”就是一種限制性的出發(fā)點(diǎn),它以受教育者的主流道德水平作為邏輯起點(diǎn)來指導(dǎo)高校德育的價(jià)值、基礎(chǔ)以及若干原則。本文的第一部分是對(duì)我國(guó)高校德育的困境及其產(chǎn)生的原因進(jìn)行闡述,高校德育面臨的困境很多,不僅有內(nèi)容上的、也有實(shí)踐范疇中的,而導(dǎo)致這些困境的根源也是繁雜多樣的,既有宏觀層面的、也有微觀層次的,其中最主要的根源就是邏輯起點(diǎn)的根本性缺失,因此我們需要挖掘出高校德育的邏輯起點(diǎn),從而為我國(guó)高校德育的建構(gòu)提供知識(shí)與能力各方面的改善。第二部分和第三部分是關(guān)于高校德育邏輯起點(diǎn)的探究和論證過程,邏輯起點(diǎn)是指研究對(duì)象中最簡(jiǎn)單、最一般的本質(zhì)規(guī)定,構(gòu)成研究對(duì)象最直接和最基本的單位,尋找邏輯起點(diǎn)就要從整個(gè)學(xué)科所依據(jù)的理論基礎(chǔ)、本質(zhì)以及歸宿出發(fā),從中發(fā)現(xiàn)這些內(nèi)容都指向了作為高校德育對(duì)象的主體,再對(duì)主體及其所必要條件進(jìn)行抽象概括后發(fā)現(xiàn),我國(guó)高校德育的邏輯起點(diǎn)就是“已有的道德發(fā)展水平”。第四部分是通過邏輯起點(diǎn)這個(gè)視角對(duì)我國(guó)高校德育的建議,希望能夠?yàn)槔碚摵蛯?shí)踐工作提供一些新視角的借鑒。
[Abstract]:There are two great things, Kant says. We have admiration and awe-the starry sky over our heads, the moral laws of our hearts. For the society, moral education should make the educatee realize that spiritual civilization is an independent factor which is not attached to material civilization. In the development of spiritual civilization, it should not only meet the needs of social development, but also meet the needs of people's own development. The purpose of moral education in colleges and universities is to train "complete people". The logical starting point, as the foundation of the whole theoretical system, is the key to the construction of the whole system. It can even be called "the criterion of the criterion". As the logical starting point, the "existing level of moral development" is a restrictive starting point. It takes the educatee's mainstream moral level as the logical starting point to guide the value, foundation and some principles of moral education in colleges and universities. The first part of this paper is to explain the plight of moral education in colleges and universities and its causes. There are many dilemmas faced by moral education in colleges and universities, not only in content, but also in practice, and the causes leading to these difficulties are also complicated and diverse. There are both macro and micro levels, in which the most important source is the fundamental absence of the logical starting point, so we need to dig out the logical starting point of moral education in colleges and universities. Thus provides the knowledge and the ability improvement for our country university moral education construction. The second and third parts are about the exploration and argumentation process of the logic starting point of moral education in colleges and universities. The logical starting point refers to the simplest and most general essential stipulation of the object of study, which constitutes the most direct and basic unit of the object of study. To find the logical starting point, we should start from the theoretical basis, essence and destination of the whole subject, and find out that these contents all point to the subject as the object of moral education in colleges and universities, and then abstract and generalize the subject and its necessary conditions. The logical starting point of moral education in colleges and universities in China is the existing level of moral development. The fourth part is through the logical starting point of view of moral education in colleges and universities suggestions, hoping to provide some theoretical and practical work to provide some new perspective for reference.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G641

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